- Email: [email protected]
The student attitudes in terms of the usage of English activities and materials and their contributions to English learning process
Available online at www.sciencedirect.com
Procedia Social and Behavioral Sciences 2 (2010) 560–564 xxx–xxx
WCES-2010
The student attitudes in terms of the usage of English activities and materials and their contributions to English learning process Gürbüz Ocaka *, Hande ÖzçalÕúana, Nurcay Kurua a
Faculty of Education, Afyon Kocatepe University, Afyonkarahisar, 9003200, Turkey Received October 6, 2009; revised December 15, 2009; accepted January 4, 2010
Abstract In this study, it is aimed to determine the benefits of using various activities and materials in English lessons to the students’ ability to learn English in Afyonkarahisar Kocatepe University School of Foreign Languages. The scale was developed in terms of opinions of the field experts and students’ opinions, who are studying in various level classes. The scale is a Likert type scale consisting of 30 items. The validity and the confidence of the scale is based upon the data obtained from 154 people selected via random sampling method among the prep class students in the school of foreign languages. The items of the data collecting system which will be used in this research, is determined by the literature review and the compositions which were recommended from the students beforehand. Then, the necessary regulations were done and the final questionnaire was formed. The study microcosm of this research is the prep class students. But due to the fact that the study microcosm is huge; the sample of this research is composed of people selected via random sampling method among prep class students in the school of foreign languages. For the statistical process of this research, the feedbacks of the surveys were provided and their data entrances were completed. After this process, for the structure validity of the survey, defining factor analysis was applied. In order to determine whether there is a difference between the variables is meaningful or meaningless; t- test, one way Anova were applied to the means and in order to sort out the data distribution, frequancy, percentage and mean were used. Keyword; Attitude scale; usage of materials; activities; English lessons; English learning.
1. Introduction Foreign language teachers use various visuals and audios considering that students do not learn by vocabulary. To be more precise, lessons that are always given through direct instruction from the course book could be boring for preparatory class students who receive language education all day resulting in ineffective lesson hours.The use of various visuals and audios are considered essential for English classes not to be a lesson in which students get easily bored and lose their concentration and interest bearing in mind that English is a language that every member of a society should know in our age. Apart from these kinds of materials, group work or pair work activities and games through which students can actively participate enable English classes not to be seen as pure course books
*Gürbüz Ocak. Tel.: 05066000633 E-mail address: [email protected]
1877-0428 © 2010 Published by Elsevier Ltd. doi:10.1016/j.sbspro.2010.03.063
Gürbüz Ocaka et al. / Procedia Social and Behavioral Sciences 2 (2010) 560–564
561
and enable students to learn without getting bored. According to SarÕçoban (2006), materials in a language class are a source of activity for students to practice and they improve a teacher’s effectiveness. According to Demirel (2004) the use of materials in education process enables items to be presented effectively and provide economy in learning time. Besides, because they make learning more enjoyable and understandable time allocated for learning passes effectively and increases teaching quality. The purpose of this study is to investigate the impacts of materials and activities that are used in English preparatory classes on English learning process. Answers to the following problems were sought depending on this purpose. It was assumed that 30 items that were used in attitude scale were understood correctly and answered sincerely by the students. The study was restricted to 154 students at school of Foreign Languages, Afyon Kocatepe University. How are the attitudes of materials and activities used in English education process towards English learning process?The answers to the questions of ‘How are the attitudes of materials and activities used in education process towards items related to student motivation’,‘How are the attitudes of materials and activities used in education process towards items related to their contribution to learning English?’ and ‘How are the attitudes of materials and activities used in education process towards items related to socializing?’ were sought in this research. 2. Method 2.1. Research Model This research was constructed as general survey model. According to Karasar (1999: 77) “Survey technique is a research approach that aims to describe a situation that existed in the past or still exists as it is and aims to describe an item or an event that has been subject to a research in its own conditions and as it is. In other words it is a research model that depends on data gathered from a sampling chosen among the universe of a society.” This is why it was chosen as the main research model. 2.2. Universe and Sampling The universe of the study is comprised of students of English preparatory classes at School of Foreign Languages, Afyon Kocatepe University, Afyonkarahisar. However, because the study universe is vast, randomly chosen 154 students comprised the sampling of the research. 2.3. Data Collection Tools Attitude scale was used as a data collection tool. The items on the attitude scale was graded as 5 scale likert “I totally disagree”, “I disagree”, “I can’t decide”, “I agree”, “I totally agree”. Attitude scale had two sections. In the first section some variables (age, gender) were placed while in the second section in order to get student opinions 30 variables were placed. The items to be used in the research were determined by primarily literature reviews and by compositions of students. Thus the first draft of the scale as data collection tool was formed. After the necessary amendments were made according to expert opinions and feedbacks given by students, the final form of the attitude scale was shaped. Factor analysis was applied to data gathered from the attitude scale. According to data because K.M.O value (0.81) and Barlet test result (p=0.00) is meaningful factor analysis was observed to be applicable (Büyüköztürk,2008). According to TavúancÕl (2005) the difference between scale loads related to getting into more than one factor should be at least 0.10. However, 8 items on the attitude scale got into more than one factor and because the difference between scale loads was less than 0.10 they were excluded from the scale. Then, factor analysis was done again and items on the scale were arranged under three factors. The result of the reliability analysis carried out after this stage showed that the reliability of the scale was Į= ,86. accoriding to Büyüköztürk (2008) the fact that alpha ratio is between 0,80- 1,00 shows that the scale is highly reliable. 2.4. The Administration of The Data Collection Tool
Attitude scale that was amended after necessary analysis was carried out was handed out to students in their classrooms and was gathered after one lesson hour.
562
Gürbüz Ocaka et al. / Procedia Social and Behavioral Sciences 2 (2010) 560–564
2.5. Analysis of the Data
Data gathered from 154 attitude scales were analyzed. In analysis of data statistical procedures of arithmetic average, frequency, percentage, factor loads, one-way variant analysis (anova) and t-test were used. Findings gathered were evaluated with the ranges of 4.20-5.00 I totally agree, 3.40-4.19 I agree, 2.60-3.39 I can’t decide, 1.80-2.59 I disagree, 1.00-1.79 I totally disagree. After this stage t-test was applied to determined whether there was a meaningful difference in terms of gender and one- way Anova test was applied to determine whether there was a meaningful difference in terms of age. 2. Results (Findings) According to attitude scales the results of the data gathered from the responses students gave is presented on the table below. Frequency, percentage, factor loads and averages of data gathered is given on Table.1. Table 1. Factor loads, means, frequencies and percentages of the statements in the questionnaire Item Statements
FL
1 I feel more motivated/interested when the teacher brings material related to the topic.
.66
5. I think that because sharing increases with the use of materials it helps me socialize.
.46
6. With the projects given by the teacher I have a chance to socialize not only in the classroom but also outside the classroom 7.With the help of in-class activities I learn vocabulary/grammar etc. more permanently.
.56
8. I believe Because the activities provided are more real life like (ex: ticket reservation dialogue) learning becomes more permanent. 9. Thanks to in-class activities we can make use of the behaviors that are expected us to do on the book in real life situations. For example, in “directions” subject, telling how to go to a place in school. 10. Even though it doesn’t appeal to me at first, I get involved because my friends join and have fun during the activity. 11. Sometimes real objects like a map, book, magazine etc. about countries make me believe in the reality and necessity of the subject. 12. I realize that I can learn a subject or vocabulary that hasn’t been taught before thanks to activities in class. 15. Although I am shy I fell more confident in the classroom with these activities. 16. Although I am shy when I fell afraid of making mistakes while speaking, I can overcome my fear and speak with these activities 18. I believe that group activities help increase my creativity and contribute to sharing ideas. 19. I believe that each activity done in the classroom has a contribution to my learning. 20. In-class activities in fact show me that I can use English in certain areas (speaking, writing etc.) 21. In-class activities like dialogues, holiday, hotel/flight reservations show me that I can use English in daily life. 23. When I fail to revise outside the classroom these inclass activities help me. 24. In-class activities help me concentrate better not only for this class but also for the next
.63 .69
SD
D
I CD
A
SA
X
Result
f
5
4
10
68
67
4.2
S.A
% f
3.2 3.2
2.6 9.7
6.5 16.2
44.2 37.0
43.5 33.8
3.88
A.
% f %
23 14.9
32 20.8
40 26.0
42 27.3
17 11.0
2..98
I.C.D
f %
4 2.6
6 3.9
17 11.0
64 41.6
63 40.9
4.14
S.A
4.10
A.
f
2
10
25
85
38
%
4.5
4.5
9.7
38.3
42.9
.63
f %
6 3.9
10 6.5
16 10.4
65 43.5
56 35.7
4.00
A.
.53
f
14
22
26
60
32
3.48
A.
.67
% f
9.1 11
14.3 11
16.9 21
39.0 54
20.8 57
3.87
A.
%
7.1
7.1
3.6
35.1
37.0
f
4
10
21
57
62
4.05
A.
% f % f
2.6 35 22.7 27
6.5 27 17.5 24
13.6 32 20.8 35
37.0 38 24.7 46
40.3 21 14.3 22
2.90
I.C.D
3.07
I.C.D
3.88
A.
3.83
A.
4.00
A.
4.16
A.
3.79
A.
3.11
I.C.D
3.11
I.C.D
.68 .75 .21 .43 .53 .61 .66 .67 .72 .30
%
17.5
15.6
22.7
29.9
14.3
f % f % f % f % f % f % f
6 3.9 11 7.1 6 3.9 5 3.2 8 5.2 19 12.3 32
13 8.4 14 9.1 4 2.6 8 5.2 10 6.5 17 11.0 20
27 17.5 21 13.6 21 13.6 13 8.4 28 18.2 19 25.3 30
55 35.7 52 33.8 76 49.4 58 37.7 67 43.5 50 32.5 43
53 34.4 56 36.4 47 30.5 70 45.5 41 26.6 29 18.8 29
563
Gürbüz Ocaka et al. / Procedia Social and Behavioral Sciences 2 (2010) 560–564 26. Activities should be done in necessary numbers excessiveness will make it difficult to get back to the item that is being taught 26. Activities and should be donebrought in necessary numbers 27. materials in the class help me excessiveness willwhen makeI fell it difficult to get back to the item concentrate back distracted. that is being taught 28. Group activities helped me get to know my friends better and brought us closer. 29. Listening activities like listening to lyrics and filling in the gaps help me develop listening comprehension.
.30 .52
f
32
20
30
43
29
3.11
I.C.D
3.87
A.
3.72
A.
4.08
A.
4.20
S.A
% F
12.3 7
11.0 10
25.3 21
32.5 74
18.8 42
%
4.5
6.5
13.6
48.1
27.3
f % f
10 6.5 7
15 9.7 9
25 16.2 20
61 39.6 46
43 27.9 72
% 4.5 5.8 13.0 29.9 30. Visuals such as videos and slides are very helpful. They .65 f 5 11 9 52 appeal to me both visually and aurally. % 3.2 7.1 5.8 33.8 F.L: Factor load, S.D:Strongly disagree, D: Disagree, I.C.D: I can’t decide, A: Agree, S.A: Strongly agree.
46.8 77 50.0
.53 .55
On the t-test which was carried out to determine whether the answers varied according to age the responses gathered on the titles of Motivation and Learning is p>0,05 therefore the scale doesn’t show a meaningful difference in age while the answers given on the topic of Socializing is p<0,05 therefore the scale shows a meaningful difference in age.(Table 2) Table 2. t-Test Results for Age Question Types Motivation
1
N 93
X 78.3871
Standard Variation 16.24224
T test 2.278
Learning
2 1
61 93
72.0082 73.5023
18.09017 15.87023
2.166
2 1
61 93
66.9789 57.1505
21.45490 17.59134
2
61
46.1475
21.55214
P 0.24
On one-way Anova test to determine whether responses varied according to age the answers given to the items under the title of ‘motivation’ is p<0,05 therefore the scale shows a meaningful difference in age. The answers given to the items under the titles of ‘Learning’ and ‘Socializing’ is p>0,05 therefore the scale doesn’t show a difference in age. In other words, age is not an important variant. According to Tukey HSD test to determine the meaningfulness of the difference the age range of 17-19 is meaningful.(Table 3) Table 3 One-way Anova test for Age
Question Types
Learning
Socialization
Age ranges 17-19
N 61
20-22
90
23 ve üzeri
3
17-19
61
20-22
90
23 ve üzeri
3
17-19
61
20-22
90
23 ve üzeri
3
X 79.4 672 17.4 609 7.21 688 75.1 171 68.3 730 61.9 048 55.1 639 51.0 556 56.6 667
S.V 16.260 35 17.406 09 7.2168 8 16.687 49 19.248 08 19.669 89 19.810 92 20.035 00 20.816 66
F 4.347
P .015
2.846
.061
.828
.439
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Gürbüz Ocaka et al. / Procedia Social and Behavioral Sciences 2 (2010) 560–564
2. Conclusion Discussion and recommendation This study aims to determine the contribution of activities done in English preparatory classes to learning English.It is found out that the responses given to the items under the title of ‘Socializing’vary using t-test. Moreover, as a result of one-way Anova test to determine whether answers varied according to age the responses given to the items under the title of ‘Motivation’ vary according to age while the responses given to the items under the titles of ‘Learning’ and ‘Socializing’ do not vary according to age. The materials brought to the educational environment has the functions to yield a multi-learning environment, draw attention, increase the awareness levels of students, motivate, save time and enable a permanent and lasting learning (Demirel ve di÷er., 2005). In addition, in language learning, learning environments that appeal to various senses increase affective input and thus the level and quality of language abilities will increase and the quality and quantity of writing and speaking outputs which are highly essential in foreign language learning will increase (Tarcan, 2004). According to SarÕçoban (2006), the use of materials make learning interesting for students and students’ answers to item 10 support this opinion Students stated that they agreed with 18th item of the scale ‘I believe that group activities help increase my creativity and contribute to sharing ideas’. According to Harmer(1992) ‘group works increase the amount of time students spend with their friends and the amount of time they spend speaking English and more importantly they help creating ideas by collaborating’. The students gave positive answers to the 30th item on the scale ‘Visuals such as videos and slides are very helpful. They appeal to me both visually and aurally’. In other words students think that visual materials are helpful during classes. According to SarÕçoban (2006) audio-visual materials encourage students to do research and help develop new information. Likewise on the research carried out by Ocak (2004) to determine the impact of video on reading comprehension of 5th grade students while reading comprehensions of students whose readings were supported by video and television were observed to increase considerably, the difference in students’ reading comprehension levels whose readings weren’t supported by video and television wasn’t found significant. In conclusion, the contribution of all kinds of materials and activities to learning was found positive considering the responses students gave to the attitude scale. In other words it has been found out that learning is more permanent with the materials used in class. Some suggestions have been made in this research which was done to contribute to foreign language education in our country. It is important for foreign language teachers to make use of materials in learning process so that students who have various difficulties in this process can achieve more permanent and effective learning. Foreign language classes could be turned into more interesting and motivating lessons with the use of audio-visual materials rather then being a lesson that students are afraid to fail. All activities and materials used are assisting resources that every student in learning process needs. References Büyüköztürk, ù. (2008). Sosyal Bilimler için Veri Analizi El KitabÕ. Ankara: Pegem Akademi. Demirel, Ö. (2004). Ö÷retimde Planlama ve De÷erlendirme Ö÷retme SanatÕ. Ankara: Pegema YayÕncÕlÕk. Demirel, O. Sefero÷lu, S.S. ve Ya÷cÕ, E. (2005). Ö÷retim Teknolojileri ve Materyal Geliútirme. Ankara: Pegem A YayÕncÕlÕk. Harmer, J. (1992). The Practice of English Language Teaching. Singapore: Longman. Karasar, N. (1999). Bilimsel AraútÕrma Yöntemi Kavramlar,Teknikler,ølkeler. Ankara:Nobel YayÕncÕlÕk. Ocak, G. (2004). "ølkö÷retim Okulu 5.SÕnÕf Ö÷rencilerinin Okuma Anlama Düzeyine Videonun Etkisi. ølkö÷retim-Online, 3(2), 19-25, [Online]: http://ilkogretim-online.org.tr (access of date 25.11.2009) SarÕçoban, A. (2006). Instructional Technologies and Material Design for Foreign Language Teaching. Ankara: AnÕ YayÕncÕlÕk. Tarcan, A. YabancÕ Dil Ö÷retim ølkeleri. Ankara: Nobel YayÕnlarÕ, 2004. TavúancÕl, E. (2006). TutumlarÕn Ölçülmesi ve SPSS ile Veri Analizi. Ankara: Nobel YayÕn Da÷ÕtÕm.
Procedia Social and Behavioral Sciences 2 (2010) 560–564 xxx–xxx
WCES-2010
The student attitudes in terms of the usage of English activities and materials and their contributions to English learning process Gürbüz Ocaka *, Hande ÖzçalÕúana, Nurcay Kurua a
Faculty of Education, Afyon Kocatepe University, Afyonkarahisar, 9003200, Turkey Received October 6, 2009; revised December 15, 2009; accepted January 4, 2010
Abstract In this study, it is aimed to determine the benefits of using various activities and materials in English lessons to the students’ ability to learn English in Afyonkarahisar Kocatepe University School of Foreign Languages. The scale was developed in terms of opinions of the field experts and students’ opinions, who are studying in various level classes. The scale is a Likert type scale consisting of 30 items. The validity and the confidence of the scale is based upon the data obtained from 154 people selected via random sampling method among the prep class students in the school of foreign languages. The items of the data collecting system which will be used in this research, is determined by the literature review and the compositions which were recommended from the students beforehand. Then, the necessary regulations were done and the final questionnaire was formed. The study microcosm of this research is the prep class students. But due to the fact that the study microcosm is huge; the sample of this research is composed of people selected via random sampling method among prep class students in the school of foreign languages. For the statistical process of this research, the feedbacks of the surveys were provided and their data entrances were completed. After this process, for the structure validity of the survey, defining factor analysis was applied. In order to determine whether there is a difference between the variables is meaningful or meaningless; t- test, one way Anova were applied to the means and in order to sort out the data distribution, frequancy, percentage and mean were used. Keyword; Attitude scale; usage of materials; activities; English lessons; English learning.
1. Introduction Foreign language teachers use various visuals and audios considering that students do not learn by vocabulary. To be more precise, lessons that are always given through direct instruction from the course book could be boring for preparatory class students who receive language education all day resulting in ineffective lesson hours.The use of various visuals and audios are considered essential for English classes not to be a lesson in which students get easily bored and lose their concentration and interest bearing in mind that English is a language that every member of a society should know in our age. Apart from these kinds of materials, group work or pair work activities and games through which students can actively participate enable English classes not to be seen as pure course books
*Gürbüz Ocak. Tel.: 05066000633 E-mail address: [email protected]
1877-0428 © 2010 Published by Elsevier Ltd. doi:10.1016/j.sbspro.2010.03.063
Gürbüz Ocaka et al. / Procedia Social and Behavioral Sciences 2 (2010) 560–564
561
and enable students to learn without getting bored. According to SarÕçoban (2006), materials in a language class are a source of activity for students to practice and they improve a teacher’s effectiveness. According to Demirel (2004) the use of materials in education process enables items to be presented effectively and provide economy in learning time. Besides, because they make learning more enjoyable and understandable time allocated for learning passes effectively and increases teaching quality. The purpose of this study is to investigate the impacts of materials and activities that are used in English preparatory classes on English learning process. Answers to the following problems were sought depending on this purpose. It was assumed that 30 items that were used in attitude scale were understood correctly and answered sincerely by the students. The study was restricted to 154 students at school of Foreign Languages, Afyon Kocatepe University. How are the attitudes of materials and activities used in English education process towards English learning process?The answers to the questions of ‘How are the attitudes of materials and activities used in education process towards items related to student motivation’,‘How are the attitudes of materials and activities used in education process towards items related to their contribution to learning English?’ and ‘How are the attitudes of materials and activities used in education process towards items related to socializing?’ were sought in this research. 2. Method 2.1. Research Model This research was constructed as general survey model. According to Karasar (1999: 77) “Survey technique is a research approach that aims to describe a situation that existed in the past or still exists as it is and aims to describe an item or an event that has been subject to a research in its own conditions and as it is. In other words it is a research model that depends on data gathered from a sampling chosen among the universe of a society.” This is why it was chosen as the main research model. 2.2. Universe and Sampling The universe of the study is comprised of students of English preparatory classes at School of Foreign Languages, Afyon Kocatepe University, Afyonkarahisar. However, because the study universe is vast, randomly chosen 154 students comprised the sampling of the research. 2.3. Data Collection Tools Attitude scale was used as a data collection tool. The items on the attitude scale was graded as 5 scale likert “I totally disagree”, “I disagree”, “I can’t decide”, “I agree”, “I totally agree”. Attitude scale had two sections. In the first section some variables (age, gender) were placed while in the second section in order to get student opinions 30 variables were placed. The items to be used in the research were determined by primarily literature reviews and by compositions of students. Thus the first draft of the scale as data collection tool was formed. After the necessary amendments were made according to expert opinions and feedbacks given by students, the final form of the attitude scale was shaped. Factor analysis was applied to data gathered from the attitude scale. According to data because K.M.O value (0.81) and Barlet test result (p=0.00) is meaningful factor analysis was observed to be applicable (Büyüköztürk,2008). According to TavúancÕl (2005) the difference between scale loads related to getting into more than one factor should be at least 0.10. However, 8 items on the attitude scale got into more than one factor and because the difference between scale loads was less than 0.10 they were excluded from the scale. Then, factor analysis was done again and items on the scale were arranged under three factors. The result of the reliability analysis carried out after this stage showed that the reliability of the scale was Į= ,86. accoriding to Büyüköztürk (2008) the fact that alpha ratio is between 0,80- 1,00 shows that the scale is highly reliable. 2.4. The Administration of The Data Collection Tool
Attitude scale that was amended after necessary analysis was carried out was handed out to students in their classrooms and was gathered after one lesson hour.
562
Gürbüz Ocaka et al. / Procedia Social and Behavioral Sciences 2 (2010) 560–564
2.5. Analysis of the Data
Data gathered from 154 attitude scales were analyzed. In analysis of data statistical procedures of arithmetic average, frequency, percentage, factor loads, one-way variant analysis (anova) and t-test were used. Findings gathered were evaluated with the ranges of 4.20-5.00 I totally agree, 3.40-4.19 I agree, 2.60-3.39 I can’t decide, 1.80-2.59 I disagree, 1.00-1.79 I totally disagree. After this stage t-test was applied to determined whether there was a meaningful difference in terms of gender and one- way Anova test was applied to determine whether there was a meaningful difference in terms of age. 2. Results (Findings) According to attitude scales the results of the data gathered from the responses students gave is presented on the table below. Frequency, percentage, factor loads and averages of data gathered is given on Table.1. Table 1. Factor loads, means, frequencies and percentages of the statements in the questionnaire Item Statements
FL
1 I feel more motivated/interested when the teacher brings material related to the topic.
.66
5. I think that because sharing increases with the use of materials it helps me socialize.
.46
6. With the projects given by the teacher I have a chance to socialize not only in the classroom but also outside the classroom 7.With the help of in-class activities I learn vocabulary/grammar etc. more permanently.
.56
8. I believe Because the activities provided are more real life like (ex: ticket reservation dialogue) learning becomes more permanent. 9. Thanks to in-class activities we can make use of the behaviors that are expected us to do on the book in real life situations. For example, in “directions” subject, telling how to go to a place in school. 10. Even though it doesn’t appeal to me at first, I get involved because my friends join and have fun during the activity. 11. Sometimes real objects like a map, book, magazine etc. about countries make me believe in the reality and necessity of the subject. 12. I realize that I can learn a subject or vocabulary that hasn’t been taught before thanks to activities in class. 15. Although I am shy I fell more confident in the classroom with these activities. 16. Although I am shy when I fell afraid of making mistakes while speaking, I can overcome my fear and speak with these activities 18. I believe that group activities help increase my creativity and contribute to sharing ideas. 19. I believe that each activity done in the classroom has a contribution to my learning. 20. In-class activities in fact show me that I can use English in certain areas (speaking, writing etc.) 21. In-class activities like dialogues, holiday, hotel/flight reservations show me that I can use English in daily life. 23. When I fail to revise outside the classroom these inclass activities help me. 24. In-class activities help me concentrate better not only for this class but also for the next
.63 .69
SD
D
I CD
A
SA
X
Result
f
5
4
10
68
67
4.2
S.A
% f
3.2 3.2
2.6 9.7
6.5 16.2
44.2 37.0
43.5 33.8
3.88
A.
% f %
23 14.9
32 20.8
40 26.0
42 27.3
17 11.0
2..98
I.C.D
f %
4 2.6
6 3.9
17 11.0
64 41.6
63 40.9
4.14
S.A
4.10
A.
f
2
10
25
85
38
%
4.5
4.5
9.7
38.3
42.9
.63
f %
6 3.9
10 6.5
16 10.4
65 43.5
56 35.7
4.00
A.
.53
f
14
22
26
60
32
3.48
A.
.67
% f
9.1 11
14.3 11
16.9 21
39.0 54
20.8 57
3.87
A.
%
7.1
7.1
3.6
35.1
37.0
f
4
10
21
57
62
4.05
A.
% f % f
2.6 35 22.7 27
6.5 27 17.5 24
13.6 32 20.8 35
37.0 38 24.7 46
40.3 21 14.3 22
2.90
I.C.D
3.07
I.C.D
3.88
A.
3.83
A.
4.00
A.
4.16
A.
3.79
A.
3.11
I.C.D
3.11
I.C.D
.68 .75 .21 .43 .53 .61 .66 .67 .72 .30
%
17.5
15.6
22.7
29.9
14.3
f % f % f % f % f % f % f
6 3.9 11 7.1 6 3.9 5 3.2 8 5.2 19 12.3 32
13 8.4 14 9.1 4 2.6 8 5.2 10 6.5 17 11.0 20
27 17.5 21 13.6 21 13.6 13 8.4 28 18.2 19 25.3 30
55 35.7 52 33.8 76 49.4 58 37.7 67 43.5 50 32.5 43
53 34.4 56 36.4 47 30.5 70 45.5 41 26.6 29 18.8 29
563
Gürbüz Ocaka et al. / Procedia Social and Behavioral Sciences 2 (2010) 560–564 26. Activities should be done in necessary numbers excessiveness will make it difficult to get back to the item that is being taught 26. Activities and should be donebrought in necessary numbers 27. materials in the class help me excessiveness willwhen makeI fell it difficult to get back to the item concentrate back distracted. that is being taught 28. Group activities helped me get to know my friends better and brought us closer. 29. Listening activities like listening to lyrics and filling in the gaps help me develop listening comprehension.
.30 .52
f
32
20
30
43
29
3.11
I.C.D
3.87
A.
3.72
A.
4.08
A.
4.20
S.A
% F
12.3 7
11.0 10
25.3 21
32.5 74
18.8 42
%
4.5
6.5
13.6
48.1
27.3
f % f
10 6.5 7
15 9.7 9
25 16.2 20
61 39.6 46
43 27.9 72
% 4.5 5.8 13.0 29.9 30. Visuals such as videos and slides are very helpful. They .65 f 5 11 9 52 appeal to me both visually and aurally. % 3.2 7.1 5.8 33.8 F.L: Factor load, S.D:Strongly disagree, D: Disagree, I.C.D: I can’t decide, A: Agree, S.A: Strongly agree.
46.8 77 50.0
.53 .55
On the t-test which was carried out to determine whether the answers varied according to age the responses gathered on the titles of Motivation and Learning is p>0,05 therefore the scale doesn’t show a meaningful difference in age while the answers given on the topic of Socializing is p<0,05 therefore the scale shows a meaningful difference in age.(Table 2) Table 2. t-Test Results for Age Question Types Motivation
1
N 93
X 78.3871
Standard Variation 16.24224
T test 2.278
Learning
2 1
61 93
72.0082 73.5023
18.09017 15.87023
2.166
2 1
61 93
66.9789 57.1505
21.45490 17.59134
2
61
46.1475
21.55214
P 0.24
On one-way Anova test to determine whether responses varied according to age the answers given to the items under the title of ‘motivation’ is p<0,05 therefore the scale shows a meaningful difference in age. The answers given to the items under the titles of ‘Learning’ and ‘Socializing’ is p>0,05 therefore the scale doesn’t show a difference in age. In other words, age is not an important variant. According to Tukey HSD test to determine the meaningfulness of the difference the age range of 17-19 is meaningful.(Table 3) Table 3 One-way Anova test for Age
Question Types
Learning
Socialization
Age ranges 17-19
N 61
20-22
90
23 ve üzeri
3
17-19
61
20-22
90
23 ve üzeri
3
17-19
61
20-22
90
23 ve üzeri
3
X 79.4 672 17.4 609 7.21 688 75.1 171 68.3 730 61.9 048 55.1 639 51.0 556 56.6 667
S.V 16.260 35 17.406 09 7.2168 8 16.687 49 19.248 08 19.669 89 19.810 92 20.035 00 20.816 66
F 4.347
P .015
2.846
.061
.828
.439
564
Gürbüz Ocaka et al. / Procedia Social and Behavioral Sciences 2 (2010) 560–564
2. Conclusion Discussion and recommendation This study aims to determine the contribution of activities done in English preparatory classes to learning English.It is found out that the responses given to the items under the title of ‘Socializing’vary using t-test. Moreover, as a result of one-way Anova test to determine whether answers varied according to age the responses given to the items under the title of ‘Motivation’ vary according to age while the responses given to the items under the titles of ‘Learning’ and ‘Socializing’ do not vary according to age. The materials brought to the educational environment has the functions to yield a multi-learning environment, draw attention, increase the awareness levels of students, motivate, save time and enable a permanent and lasting learning (Demirel ve di÷er., 2005). In addition, in language learning, learning environments that appeal to various senses increase affective input and thus the level and quality of language abilities will increase and the quality and quantity of writing and speaking outputs which are highly essential in foreign language learning will increase (Tarcan, 2004). According to SarÕçoban (2006), the use of materials make learning interesting for students and students’ answers to item 10 support this opinion Students stated that they agreed with 18th item of the scale ‘I believe that group activities help increase my creativity and contribute to sharing ideas’. According to Harmer(1992) ‘group works increase the amount of time students spend with their friends and the amount of time they spend speaking English and more importantly they help creating ideas by collaborating’. The students gave positive answers to the 30th item on the scale ‘Visuals such as videos and slides are very helpful. They appeal to me both visually and aurally’. In other words students think that visual materials are helpful during classes. According to SarÕçoban (2006) audio-visual materials encourage students to do research and help develop new information. Likewise on the research carried out by Ocak (2004) to determine the impact of video on reading comprehension of 5th grade students while reading comprehensions of students whose readings were supported by video and television were observed to increase considerably, the difference in students’ reading comprehension levels whose readings weren’t supported by video and television wasn’t found significant. In conclusion, the contribution of all kinds of materials and activities to learning was found positive considering the responses students gave to the attitude scale. In other words it has been found out that learning is more permanent with the materials used in class. Some suggestions have been made in this research which was done to contribute to foreign language education in our country. It is important for foreign language teachers to make use of materials in learning process so that students who have various difficulties in this process can achieve more permanent and effective learning. Foreign language classes could be turned into more interesting and motivating lessons with the use of audio-visual materials rather then being a lesson that students are afraid to fail. All activities and materials used are assisting resources that every student in learning process needs. References Büyüköztürk, ù. (2008). Sosyal Bilimler için Veri Analizi El KitabÕ. Ankara: Pegem Akademi. Demirel, Ö. (2004). Ö÷retimde Planlama ve De÷erlendirme Ö÷retme SanatÕ. Ankara: Pegema YayÕncÕlÕk. Demirel, O. Sefero÷lu, S.S. ve Ya÷cÕ, E. (2005). Ö÷retim Teknolojileri ve Materyal Geliútirme. Ankara: Pegem A YayÕncÕlÕk. Harmer, J. (1992). The Practice of English Language Teaching. Singapore: Longman. Karasar, N. (1999). Bilimsel AraútÕrma Yöntemi Kavramlar,Teknikler,ølkeler. Ankara:Nobel YayÕncÕlÕk. Ocak, G. (2004). "ølkö÷retim Okulu 5.SÕnÕf Ö÷rencilerinin Okuma Anlama Düzeyine Videonun Etkisi. ølkö÷retim-Online, 3(2), 19-25, [Online]: http://ilkogretim-online.org.tr (access of date 25.11.2009) SarÕçoban, A. (2006). Instructional Technologies and Material Design for Foreign Language Teaching. Ankara: AnÕ YayÕncÕlÕk. Tarcan, A. YabancÕ Dil Ö÷retim ølkeleri. Ankara: Nobel YayÕnlarÕ, 2004. TavúancÕl, E. (2006). TutumlarÕn Ölçülmesi ve SPSS ile Veri Analizi. Ankara: Nobel YayÕn Da÷ÕtÕm.